First Aid and Emergency Response: Key Concepts (Red Cross)

Check scene: ensure scene safety before entering; if not safe, do not enter and call 911; reassess hazards as you approach.
Check person: assess responsiveness and breathing; determine life-threatening needs first.
Call EMS: dial the local emergency number (911 in the U.S.); dispatcher coordinates responders and hospital readiness.
Care: provide first aid per training; do not improvise beyond your scope; use a calm, direct approach.
In life-threatening situations: stop the life-threats first (e.g., control severe bleeding, remove from water, treat for anaphylaxis with an EpiPen), then call EMS; in non-life-threatening cases, follow check → call → care.
Start/stop rule: beginning care is not the same as calling 911; you start care to stabilize, then escalate with EMS.

Unresponsive infant (under 1 year) or a child there is no collapse window: perform five cycles of CPR (about $5$ cycles ≈ $2$ minutes) and then call EMS; after the fifth cycle, call and continue if needed.
Unresponsive child older than ~12 years: call EMS first, then begin CPR (care follow-up).
Unresponsive child/infant with known heart problems: call EMS first, then provide care when possible.
General rule: use call-first for certain pediatric/heart-condition scenarios; otherwise, follow care-first when life-threatening issues are evident.

Consent script (5 parts):
- 1) Your identity and training: "My name is X, I’m trained in Red Cross First Aid."
- 2) What you think is wrong: describe non-diagnostic symptoms (e.g., looks hurt) rather than diagnosing.
- 3) What you plan to do: outline your intended actions.
- 4) Ensure open-ended consent: avoid implying specific procedures too soon.
- 5) Do I have permission to help you? Obtain a clear yes when possible.
If the person cannot respond or language barriers exist: rely on implied/expressed consent logic; proceed with care when appropriate.
If someone is nonverbal or uncertain, prioritize safety, communication, and obtaining permission where feasible; do not assume.

Good Samaritan rule: you are protected when you act within your training and do not act negligently.
Negligence: providing care contrary to training or starting and then stopping care can create liability if harm results.
Do not abandon care: once you start, stay with the patient until EMS arrives or until a higher-qualified responder takes over.
Presence of trained responders may relieve you of duties, but communicate clearly when transitioning.

Dispatcher workflow is multifaceted: may involve firefighters, police, crisis teams, and hospital notification.
When speaking to a dispatcher, be slow, clear, and direct: location, number of people, status, resources used, and needs.
Provide critical details (e.g., allergic reaction to bees, presence of EpiPen, unknown scene hazards) to optimize response.

Incident stress vs. PTSD: responders can experience acute stress reactions after emergencies.
Signs include sleep disturbance, hypervigilance, anxiety, nightmares, concentration difficulties, denial, and guilt.
Coping: processing with counseling, debriefings, and campus mental health resources; avoid relying on escape substances.
PTSD can be reversible with proper supports; seek professional help if symptoms persist.
Campus resources: free on-campus counseling services; referrals to community resources if needed.

Emergency number: $911$ in the U.S.
CPR ratio: $30:2$ (compressions to breaths) when giving CPR.
Chest compressions per cycle: continuous cycles until EMS arrives or patient improves; typical CPR guidance involves multiple cycles before reassessment.
Age thresholds:
- Infant: <1 ext{ year}
- Child: <12 ext{ years}
Narcan rescue/overdose context: Narcan training has a time window of coverage of about $2$ years post-training, per course phrasing.
Consent script emphasis: most critical phrase – "Do I have permission to help you?" for ethical and legal protection.

Always assess scene safety before entering; if unsafe, call EMS and wait for responders.
In a suspected life-threatening scenario, prioritize care actions (bleeding control, airway management, rescue assistance) before calling, unless protocol dictates otherwise for a pediatric case.
When uncertainty exists (gut feeling about safety or abnormal behavior), call EMS for assessment rather than assuming a minor issue.
After providing care, communicate clearly with EMS and maintain documentation through the incident to support follow-up.
Use the consent framework to reduce liability and improve patient trust; if consent cannot be obtained, rely on implied consent when appropriate.

Use MLA or APA formatting for sources; include citations at the end of assignments to avoid plagiarism.
Do not rely on uncredited ideas; prepare to justify sources and use diverse references when required.